There are 366 different Starters of The Day, many to
choose from. You will find in the left column below some starters on the topic of Algebra. In the right column below are links to related online activities, videos and teacher resources.

A lesson starter does not have to be on the same
topic as the main part of the lesson or the topic of the previous lesson. It is
often very useful to revise or explore other concepts by using a starter based on a
totally different area of Mathematics.

Curriculum for Algebra:

Year 6

Pupils should be taught to express missing number problems algebraically more...

Pupils should be taught to find pairs of numbers that satisfy an equation with two unknowns more...

Years 7 to 9

Pupils should be taught to use and interpret algebraic notation, including:
- ab in place of a × b
- 3y in place of y + y + y and 3 × y
- a2 in place of a × a, a3 in place of a × a × a; a2b in place of a × a × b
- a⁄b in place of a ÷ b
- coefficients written as fractions rather than as decimals
- brackets more...

Pupils should be taught to substitute numerical values into formulae and expressions, including scientific formulae more...

Pupils should be taught to understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors more...

Pupils should be taught to simplify and manipulate algebraic expressions to maintain equivalence by:
- collecting like terms
- multiplying a single term over a bracket
- taking out common factors
- expanding products of two or more binomials more...

Pupils should be taught to understand and use standard mathematical formulae; rearrange formulae to change the subject more...

Pupils should be taught to model situations or procedures by translating them into algebraic expressions or formulae and by using graphs more...

Pupils should be taught to recognise and use relationships between operations including inverse operations more...

Pupils should be taught to use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement) more...

Pupils should be taught to interpret mathematical relationships both algebraically and graphically more...

Pupils should be taught to interpret mathematical relationships both algebraically and geometrically. more...

Years 10 and 11

Pupils should be taught to simplify and manipulate algebraic expressions (including those involving surds {and algebraic fractions}) by: factorising quadratic expressions of the form x2 + bx + c, including the difference of 2 squares; {factorising quadratic expressions of the form ax2 + bx + c} and by simplifying expressions involving sums, products and powers, including the laws of indices more...

Pupils should be taught to know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments {and proofs} more...

Pupils should be taught to where appropriate, interpret simple expressions as functions with inputs and outputs; {interpret the reverse process as the ‘inverse function’; interpret the succession of 2 functions as a ‘composite function’} more...

Pupils should be taught to solve quadratic equations {including those that require rearrangement} algebraically by factorising, {by completing the square and by using the quadratic formula}; find approximate solutions using a graph more...

Pupils should be taught to {find approximate solutions to equations numerically using iteration} more...

Pupils should be taught to translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or 2 simultaneous equations), solve the equation(s) and interpret the solution more...

Pupils should be taught to solve linear inequalities in 1 {or 2} variable {s}, {and quadratic inequalities in 1 variable}; represent the solution set on a number line, {using set notation and on a graph} more...

Years 12 and 13

Pupils should be taught to understand and use the binomial expansion of (a + bx)n for positive integer n; the notations n! and nCr link to binomial probabilities. Extend to any rational n,
including its use for
approximation more...

Pupils should be taught to solve equations approximately using simple iterative methods; be able to draw associated cobweb and staircase diagrams more...

Pupils should be taught to work with quadratic functions and their graphs. The discriminant of a quadratic function, including the conditions for real and repeated roots. Completing the square. Solution of quadratic equations including solving quadratic equations in a function of the unknown. more...

Pupils should be taught to solve equations using the Newton-Raphson method and other recurrence relations of the form xn+1= g(xn) Understand how such methods can fail more...

Pupils should be taught to solve linear and quadratic inequalities in a single variable and interpret such inequalities graphically, including inequalities with brackets and fractions. Express solutions through correct use of 'and' and 'or', or through set notation. Represent linear and quadratic inequalities such as y > x + 1 and y > ax2 + bx + c graphically more...

Pupils should be taught to use numerical methods to solve problems in context more...

Pupils should be taught to manipulate polynomials algebraically, including expanding brackets and collecting like terms, factorisation and simple algebraic division; use of the factor theorem. Simplify rational expressions, including by factorising and cancelling, and algebraic division (by linear expressions only) more...

Pupils should be taught to understand and use composite functions; inverse functions and their graphs more...

Pupils should be taught to decompose rational functions into partial fractions (denominators not more complicated than squared linear terms and with no more than 3 terms, numerators constant or linear) more...

Feedback:

Comment recorded on the 24 May 'Starter of the Day' page by Ruth Seward, Hagley Park Sports College:

"Find the starters wonderful; students enjoy them and often want to use the idea generated by the starter in other parts of the lesson. Keep up the good work"

Comment recorded on the 28 May 'Starter of the Day' page by L Smith, Colwyn Bay:

"An absolutely brilliant resource. Only recently been discovered but is used daily with all my classes. It is particularly useful when things can be saved for further use. Thank you!"

Comment recorded on the 3 October 'Starter of the Day' page by Mrs Johnstone, 7Je:

"I think this is a brilliant website as all the students enjoy doing the puzzles and it is a brilliant way to start a lesson."

Comment recorded on the 21 October 'Starter of the Day' page by Mr Trainor And His P7 Class(All Girls), Mercy Primary School, Belfast:

Comment recorded on the 2 April 'Starter of the Day' page by Mrs Wilshaw, Dunsten Collage,Essex:

"This website was brilliant. My class and I really enjoy doing the activites."

Comment recorded on the 3 October 'Starter of the Day' page by S Mirza, Park High School, Colne:

"Very good starters, help pupils settle very well in maths classroom."

Comment recorded on the 7 December 'Starter of the Day' page by Cathryn Aldridge, Pells Primary:

"I use Starter of the Day as a registration and warm-up activity for my Year 6 class. The range of questioning provided is excellent as are some of the images.I rate this site as a 5!"

Comment recorded on the 1 May 'Starter of the Day' page by Phil Anthony, Head of Maths, Stourport High School:

"What a brilliant website. We have just started to use the 'starter-of-the-day' in our yr9 lessons to try them out before we change from a high school to a secondary school in September. This is one of the best resources on-line we have found. The kids and staff love it. Well done an thank you very much for making my maths lessons more interesting and fun."

Comment recorded on the 10 September 'Starter of the Day' page by Carol, Sheffield PArk Academy:

"3 NQTs in the department, I'm new subject leader in this new academy - Starters R Great!! Lovely resource for stimulating learning and getting eveyone off to a good start. Thank you!!"

Comment recorded on the 14 September 'Starter of the Day' page by Trish Bailey, Kingstone School:

"This is a great memory aid which could be used for formulae or key facts etc - in any subject area. The PICTURE is such an aid to remembering where each number or group of numbers is - my pupils love it!Thanks"

Comment recorded on the 28 September 'Starter of the Day' page by Malcolm P, Dorset:

"A set of real life savers!!Keep it up and thank you!"

Comment recorded on the 10 April 'Starter of the Day' page by Mike Sendrove, Salt Grammar School, UK.:

"A really useful set of resources - thanks. Is the collection available on CD? Are solutions available?"

Comment recorded on the 23 September 'Starter of the Day' page by Judy, Chatsmore CHS:

"This triangle starter is excellent. I have used it with all of my ks3 and ks4 classes and they are all totally focused when counting the triangles."

Comment recorded on the 16 March 'Starter of the Day' page by Mrs A Milton, Ysgol Ardudwy:

"I have used your starters for 3 years now and would not have a lesson without one! Fantastic way to engage the pupils at the start of a lesson."

Comment recorded on the 19 November 'Starter of the Day' page by Lesley Sewell, Ysgol Aberconwy, Wales:

"A Maths colleague introduced me to your web site and I love to use it. The questions are so varied I can use them with all of my classes, I even let year 13 have a go at some of them. I like being able to access the whole month so I can use favourites with classes I see at different times of the week. Thanks."

Comment recorded on the 6 May 'Starter of the Day' page by Natalie, London:

"I am thankful for providing such wonderful starters. They are of immence help and the students enjoy them very much. These starters have saved my time and have made my lessons enjoyable."

Comment recorded on the 8 May 'Starter of the Day' page by Mr Smith, West Sussex, UK:

"I am an NQT and have only just discovered this website. I nearly wet my pants with joy.To the creator of this website and all of those teachers who have contributed to it, I would like to say a big THANK YOU!!! :)."

Comment recorded on the 5 April 'Starter of the Day' page by Mr Stoner, St George's College of Technology:

"This resource has made a great deal of difference to the standard of starters for all of our lessons. Thank you for being so creative and imaginative."

Comment recorded on the 12 July 'Starter of the Day' page by Miss J Key, Farlingaye High School, Suffolk:

"Thanks very much for this one. We developed it into a whole lesson and I borrowed some hats from the drama department to add to the fun!"

Comment recorded on the 3 October 'Starter of the Day' page by Fiona Bray, Cams Hill School:

"This is an excellent website. We all often use the starters as the pupils come in the door and get settled as we take the register."

Comment recorded on the 11 January 'Starter of the Day' page by S Johnson, The King John School:

"We recently had an afternoon on accelerated learning.This linked really well and prompted a discussion about learning styles and short term memory."

Comment recorded on the 9 May 'Starter of the Day' page by Liz, Kuwait:

"I would like to thank you for the excellent resources which I used every day. My students would often turn up early to tackle the starter of the day as there were stamps for the first 5 finishers. We also had a lot of fun with the fun maths. All in all your resources provoked discussion and the students had a lot of fun."

Comment recorded on the 9 April 'Starter of the Day' page by Jan, South Canterbury:

"Thank you for sharing such a great resource. I was about to try and get together a bank of starters but time is always required elsewhere, so thank you."

Comment recorded on the 19 June 'Starter of the Day' page by Nikki Jordan, Braunton School, Devon:

"Excellent. Thank you very much for a fabulous set of starters. I use the 'weekenders' if the daily ones are not quite what I want. Brilliant and much appreciated."

Comment recorded on the 18 September 'Starter of the Day' page by Mrs. Peacock, Downe House School and Kennet School:

"My year 8's absolutely loved the "Separated Twins" starter. I set it as an optional piece of work for my year 11's over a weekend and one girl came up with 3 independant solutions."

Comment recorded on the 14 October 'Starter of the Day' page by Inger Kisby, Herts and Essex High School:

"Just a quick note to say that we use a lot of your starters. It is lovely to have so many different ideas to start a lesson with. Thank you very much and keep up the good work."

Comment recorded on the 2 May 'Starter of the Day' page by Angela Lowry, :

"I think these are great! So useful and handy, the children love them.Could we have some on angles too please?"

Comment recorded on the 1 August 'Starter of the Day' page by Peter Wright, St Joseph's College:

"Love using the Starter of the Day activities to get the students into Maths mode at the beginning of a lesson. Lots of interesting discussions and questions have arisen out of the activities.Thanks for such a great resource!"

Comment recorded on the s /Coordinate 'Starter of the Day' page by Greg, Wales:

"Excellent resource, I it all of the time! The only problem is that there is too much good stuff here!!"

Comment recorded on the 26 March 'Starter of the Day' page by Julie Reakes, The English College, Dubai:

"It's great to have a starter that's timed and focuses the attention of everyone fully. I told them in advance I would do 10 then record their percentages."

Notes:

Pupils begin their study of algebra by investigating number patterns. Later they construct and express in symbolic form and use simple formulae involving one or many operations. They use brackets, indices and other constructs to apply algebra to real word problems. This leads to using algebra as an invaluable tool for solving problems, modelling situations and investigating ideas.

If this topic were split into four sub topics they might be:

Creating and simplifying expressions;
Expanding and factorising expressions;
Substituting and using formulae;
Solving equations and real life problems;

Algebra Worksheets/Printables:

Algebra External Links:

Links to other websites containing resources for Algebra are provided for those logged into 'Transum Mathematics'. Subscribing also opens up the opportunity for you to add your own links to this panel. You can sign up using one of the buttons below:

Search

The activity you are looking for may have been classified in a different way from the way you were expecting. You can search the whole of Transum Maths by using the box below.

Other

Is there anything you would have a regular use for that we don't feature here? Please let us know.

Suggested

Algebra In Action

Real life problems adapted from an old Mathematics textbook which can be solved using algebra.

The short web address is:

Transum.org/go/?to=action

Homepage

Have today's Starter of the Day as your default homepage. Copy the URL below then select
Tools > Internet Options (Internet Explorer) then paste the URL into the homepage field.

"Hi I love this thanks. Other things (or things I can't find!) are algebra with power to the power e.g. (2a^3)^2 and expanding brackets e.g. 4x(x+3), Thanks.

[Transum: Thanks for your comments Fleur. The first thing you mentioned can be found in the Indices exercise and the second thing can be found in the Brackets exercise. I hope that helps.]"

Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for those learning Mathematics anywhere in the world.
Click here to enter your comments.